year 5 - city of gold coast · english literacy plan, rehearse and deliver presentations for deﬁ...

Year 5Lesson plans

Working for our future – today

Make your watermark!Watersaver education program

Learning objectives

Students will be able to:

● understand how water moves through the water cycle

● understand the terminology associated with the water cycle.

Learning outcomes

Subject Strand and content descriptors

Science

Science understanding:

● Solids, liquids and gases have different observable properties and behave in different ways. (ACSSU077)

Science as a human endeavour

● Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena. (ACSHE081)

Science inquiry skills

● With guidance, pose questions to clarify practical problems or inform a scientifi c investigation, and predict what the fi ndings of an investigation might be. (ACSIS231)

GeographyGeographical knowledge and understanding

● Human activities can change environments and places over time.

EnglishLiteracy

● Plan, rehearse and deliver presentations for defi ned audience and purposes incorporating accurate and sequenced content and multimodal elements. (ACELY1700)

Make your water mark!

Information for teachers

Year 5Lesson plan 1Theme: Where water comes fromLesson: The dam and its catchment

Important questions

● Why is water important?

● How does water move through the environment?

● What is evaporation, transpiration, condensation, precipitation and infi ltration?

● Discuss: Do we drink the water we swim in at the beach?

Background information – the dam and its catchment

More than 70 per cent of the Earth’s surface is covered by water. However, most of it – 97 per cent is salt water. Ice makes up two per cent and only one per cent is suitable for drinking.

The amount of water on our planet does not change. It is recycled continually through the hydrological or water cycle. As water travels through the cycle it changes taste, shape and form. Three major processes drive the water cycle: evaporation, condensation and precipitation. Transpiration is also important.

● Evaporation: when water is heated it changes from liquid to gas (water vapour) – the sun heating the ocean produces most of the water vapour in the atmosphere.

● Condensation: as water vapour rises, it cools and changes into tiny droplets of water seen as clouds, fog or mist.

● Precipitation: rain, hail or snow – as water vapour condenses, the water drops join and become heavier and eventually fall out of the air.

● Transpiration: water emitted by plants through pores in the leaves is evaporated and released into the atmosphere as water vapour.

● Runoff: water that fl ows directly into rivers, streams and dams.

● Infi ltration: water that soaks into the soil to be used by plants or stored as groundwater.

● Groundwater: rain that has drained underground and collected in impermeable layers.

Linking locally

Elements of the water cycle can be easily observed in your local suburb:

● Rainfall evaporating from a footpath.

● Clouds of water vapour moving from the ocean toward the hinterland.

● The rain from summer storms rushing towards the ocean.

The Hinze Dam at Gilston collects runoff from local rainfall and is the major water source used for drinking, washing and growing food.

Water vapour cools as it rises over the hinterland and rain is produced. Valleys and creeks funnel this rain into the dam.

Please review ‘Our urban watercycle’ poster included in the appendices of this kit.

Lesson plan– the dam and its catchment

✪ Initiate a discussion to establish student knowledge of water and how it is used.

✪ Reinforce or introduce key elements of the water cycle. (Activity sheet 1 ‘The water cycle’) Discuss how water moves through the environment and how it changes form, explaining the processes of evaporation, condensation, precipitation, infi ltration and transpiration.

✪ In pairs or small groups ask students to develop simple experiments that could model a process from the water cycle; students should identify tools required and a suitable techniques for collecting and recording data.

✪ Students should be encouraged to make predictions regarding the experiment; compare results with other groups or students and determine if the test was fair. The results of the experiments can be presented utilising multi model texts including diagrams and appropriate scientifi c terminology.

✪ Note: Common experiments may include evaporation tests undertaken using a variety of materials and vessels situated in different locations; transpiration – bagging leaves on a variety of plants and recording water loss. Investigating the ways solids, liquids and gases perform under different situations such as heating or cooling.


Year 5 - Information for teachersLesson plan 1

Resource requirements

● Activity sheet 1 ‘The water cycle’

● Poster of - 'Our urban watercycle’ (see appendices or online resources)

Additional activities

Geography: Utilising knowledge of natural water cycle processes students investigate the environmental impacts of human activity, such as wetland reclamation; river engineering and urban development, and infl uence on processes associated with the natural water cycle.

English: Develop and deliver presentations on their area of investigation, incorporating graphics, sounds and visual elements.



Learning objectives


● understand how water is collected and treated before it reaches our homes

● undertake an assessment of domestic water consumption through water meter readings.

Learning outcomes


Science



● With guidance, plan appropriate investigation methods to answer questions or solve problems. (ACSIS086)

● Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate. (ACSIS090)

Mathematics

Statistics and probability

● Construct displays, including column graphs, dot plots and tables, appropriate for data type with and without the use of digital technologies. (ACMSP119)

English

Literacy

● Navigate and read texts for specifi c purposes applying appropriate text processing strategies, for example predicting and confi rming, monitoring, meaning, skimming and scanning. (ACELY 1702)

● Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources. (ACELY 1703)



Year 5Lesson plan 2Theme: How water gets to our housesLesson: Dams, pipes and taps

Lesson plan 2

Important questions

● Where and how is water used in the home?

● How is water treated before it reaches our homes?

● How are charges for water determined?

● How did we get water before dams, pipes and taps?

Background information – dams, pipes and taps

Finding drinking water is as easy as turning on a tap, but it was not always so. It is no accident that most major cities are close to rivers, enabling water to be easily transported to towns or cities. Indigenous Australians had an intimate knowledge of their environment, reliable water sources were critical and they made use of permanent rivers and water holes which were dug for groundwater.

In Australia we collect water from three main sources; groundwater, surface water and the ocean. Groundwater or bore water is rain collected underground in impermeable layers. It is drawn by using a pump attached to a drilled hole or bore.

Surface water is rain that drains into rivers or creeks or has been collected in dams or water tanks. Water from the ocean is treated by desalination, to remove salts and other minerals and transform it into drinking water.

Dams are strategically built in catchment areas to collect surface water. Their walls are made from concrete or Earth fi ll and are often in an elevated position so water can fl ow by gravity to water treatment plants.

Before water can be used for drinking or washing it must be cleaned at a water treatment plant through a number of processes. Mixing alum (aluminium sulphate) with water and allowing it to settle will remove mud, dirt and other particles. Filters fi lled with sand or gravel remove tiny particles. Chlorine is added to kill bacteria.

Once treated, water is pumped to reservoirs for storage. Reservoirs are usually on high ground to help the water fl ow into underground pipes (water mains) and into the house when you turn on the tap.

A water meter measures the amount of water used by a house or business. As water moves through the water meter it turns a turbine (wheel) connected to a numerical readout measuring the water used.

Linking locally

Most of the water used by Gold Coast residents is collected in the Hinze Dam – which holds more than 310,000 million litres. This supplies a population of more than 500,000 plus ten million tourists annually. A good reason to be a Watersaver.

The Little Nerang Dam, upstream from the Hinze Dam also collects and supplies water to the Gold Coast and has a capacity of 6,700 million litres.

Water from the dams is treated at water treatment plants at Mudgeeraba and Molendinar and delivered through more than 3000 kilometres of pipes – the equivalent to the distance from Cairns to Sydney. The plants can produce 290 million litres of water every day.



Lesson plan 2

Lesson plan– dams, pipes and taps

✪ This lesson engages students in measuring and presenting data associated with water consumption in order to gain a better understanding of the processes and costs associated with water treatment and delivery.

✪ Using the poster ‘Our urban watercycle’discuss how water is collected, cleaned and transported through your district.

✪ Determine students’ knowledge of treatment process such as fi ltration and disinfection. Similarly, gauge the level of understanding associated with the role of dams and reservoirs and the treatment of wastewater.

✪ Examining water bills students undertake an investigation of water consumption trends in their house; including identifying the volume of water consumed in the last billing period; the cost of water and how it is charged (i.e. kilolitre).

✪ Using this information students make predictions of the level of water consumption over a set period (e.g. days or weeks); students should consider any factors that may differ from the information presented on the bill – such as the time of year and the number of people living in the house.

✪ Using Activity sheet 10 ‘Reading a water meter’ explain how a water meter works and how to read one. Discuss where a water meter is likely to be located and emphasise the safety aspects associated with reading water meters.

✪ Record the readings over an agreed period; wherever possible recording at the same time of the day (e.g. before school each day).

✪ Students should be asked to identify opportunities to collect non demographic supporting data that may assist in clarifying water consumption trends or explaining differences in consumption across the class, this could include:

• The water effi ciency of appliances such as washing machines (via water effi ciency (WELS) stickers for example).

• Presence of water effi cient fi xtures such as low fl ow shower roses and fl ow restrictors in taps (measure fl ow by collecting and measuring the amount of water that comes from the tap or shower over a minute).

• How water from rainwater tanks is used (gardening; toilet fl ushing; top up swimming pools).

• Swimming pool covers or similar devices.

• Water effi cient garden – Watersaver plants; reduced lawn areas.

✪ Data should be plotted and displayed; incorporating a suitable graphical representation such as column or picture graphs. Compare date with students’ predictions and discuss.


● Activity sheet 10 ‘Reading a water meter’.

● Poster – ‘Our urban watercycle’ (see appendices or online resources).

● Student self-evaluation sheet 2.


English: Using the information collected in the meter reading exercise develop a persuasive text that would persuade members of their household to conserve water. Students should consider the audience and utilise appropriate text and graphic resources.

Important safety note: Reading water meters

Please exercise caution when removing water meter covers. They are homes for spiders and sometimes snakes. Ensure thick gloves are used by anyone involved in meter reading. Adult supervision is advised.



Learning objectives


● recognise that all water is continually recycled and that treatment is important to maintain quality

● understand the potential impacts of incorrect disposal of materials in sinks and drains

● undertake experiments to fi lter water samples.

Learning outcomes


Science




● Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts. (ACSIS093)

Geography

Geographical knowledge and understanding

● Places are locations for a range of activities and functions.

● Communities manage places and make decisions about the provision of service for their people.


● Sustainability is about managing the capacity of the environment to support our life.

EnglishLiteracy

● Plan, rehearse and deliver presentations for defi ned audiences and purposes incorporating accurate and sequenced content and multimodal elements. (ACELY1700)



Year 5Lesson plan 3Theme: What we drink comes backLesson: Caring for our water

Lesson plan 3

Important questions

● What happens to water fl ushed down the toilet or drained from the sink?

● Why is it important to treat water before pumping it to the ocean?

● What role does fi ltration play in maintaining water quality?

Background information – caring for our water

When we have fi nished using water we simply dispose of it – fl ush the toilet or pull the plug. We rarely consider where it goes or what happens to it. Treating and disposing of wastewater (or sewage) is a critical consideration for all communities. Inadequate treatment can cause environmental harm by introducing nutrients, heavy metals and other pollutants into waterways. Additionally, human health may be impacted through the distribution of pathogens and bacteria.

Wastewater contains many things that need to be removed – food scraps, human waste, detergents, grease, toxic chemicals and plastics. The process and level of treating wastewater varies. The three main processes are:

Primary treatment

Large objects such as plastics or needles are removed by passing the water through a series of screens or bars. The water is allowed to settle so materials such as grease and oil can be removed.

Secondary treatment

After primary treatment the wastewater is exposed to naturally occurring microbes that remove organic matter by "eating" it.

Tertiary treatment

Wastewater may be further treated or 'polished' to produce recycled water for other use such as irrigation. Most wastewater on the Gold Coast is treated to this recycled water level.

The treated wastewater is either discharged to oceans or rivers or used as irrigation water for sporting fi elds, golf courses or horticultural industries. The environmental impacts of disposing of wastewater vary according to the level of treatment. If not treated properly impacts may include changes in oxygen and nutrient levels resulting in algal blooms, fi sh kills and other impacts.

Important: Wastewater is often confused with stormwater.

Stormwater is rainfall runoff from roofs, roads, playgrounds etc. It travels through pipes to waterways without being treated. Pollution and rubbish makes its way to creeks, rivers and oceans unless people are careful.

Wastewater is contained and travels directly to wastewater treatment plants.

Linking locally

Most wastewater on the Gold Coast is converted to recycled water and is discharged via an outfall at the seaway on an ebb tide to ensure it is carried out to sea.

Recycled water, treated to remove harmful bacteria, is used to irrigate sporting ovals, public parks, cane fi elds, dust suppression during road construction and golf courses on the Gold Coast. Recycled water users are trained to use the water safely.

Gold Coast businesses, such as Jupiters Casino, also use recycled water for non drinking purposes, which helps reduce demand on town supplies.

The Pimpama Coomera Waterfuture Master Plan increases the use of recycled water. Homes use Class A+ recycled water (the highest quality recycled water in Queensland) to fl ush toilets, for external household cleaning and watering gardens, through separate purple pipes.

Class A+ recycled water is treated to a higher level than recycled water used for irrigation and is currently supplied to Pimpama Coomera residents. Training in its use is not required, however Pimpama Coomera residents are supplied with information to assist them in using the product safely.



Lesson plan– caring for our water

✪ Ask students a series of questions to gauge their understanding of the natural water cycle and the way water is collected, cleaned and transported within your community. For example:

● The water in the bubbler is billions of years old and was around when dinosaurs ruled the Earth?

● The water you brushed your teeth with this morning and the water you swam in at the beach in the holidays is the same water?

● The water in the dam used to be in the ocean?

● Water comes in three different forms? What are they?

● When water warms it turns from a gas into a liquid?

Use Activity sheet 1 ‘The water cycle’ if necessary.

✪ In small groups asks students to identify how water is used in the house and what happens to the water during this process; for example water used in showers, sinks and washing machines goes down the drain; water used to wash the car may fl ow to the street drain or soak into the ground; some of the water in the swimming pool may evaporate.

✪ Discuss what happens to the water that ‘disappears’ down the plughole. Differentiate between stormwater and wastewater.

✪ Ask students to identify the impact of untreated stormwater entering waterways and oceans.

✪ Use the poster ‘Our urban watercycle’ to assist.

✪ Make a Water Filter

● Make two samples of dirty water in clear containers, showing the students the different types and particle size of the materials; for example: fi ne dirt or sand; leaves or grass clippings; small pieces of plastic litter. Food colouring to represent oil or other liquids or a squirt of dishwashing liquid to represent run off from car cleaning can also be added.

● Students undertake research and planning to design a working fi lter that will remove contaminants from the water samples. This should include identifi cation of:

• Materials to make the fi lter body (e.g. soft drink bottle or other plastic container).

• Filtering mediums (e.g. chux cloths; fi lter papers; sand/gravel).

• Filter construction (including explanation of fi lter layers and expectations of what will be trapped in each layer).

● Introducing a range of fi ltering tools, a funnel, colander and a fi ne strainer for example, and asking students to predict what type of materials would be trapped by each of the fi lters and why will it assist in the planning process.

● Students then make predictions as to the effectiveness of their fi lter and the expected improvement in quality of the water sample.

● Students undertake fi ltering and compare their results with predictions. Students present their fi ndings using appropriate terminology and graphical support, noting how factors such as the speed or volume of water and the confi guration or condition of fi lter layers and materials affected the process.


● Activity sheet 1 ‘The water cycle’.

● Poster – ‘Our urban watercycle’.

● Water samples.

● Various fi lter materials as identifi ed (for example: fi lter papers; chux cloths, cotton wool, sand, aquarium gravel or similar).

● Filter containers (for example soft drink bottles or plastic containers).


Water treatment: Explain that treating of water usually involves a series of steps including fi ltration (removal of large particles), settlement (drop out and settlement of fi ner particles), nutrient removal (soaps, detergents and fertilisers), bacteria used to ‘eat’ nitrates and phosphates in these materials, disinfection (addition of chlorine) to kill pathogens.

Students research water treatment processes and in small groups, plan, produce and present to the class that explains the processes in sequence in clear, non-technical language. Supporting materials such as performance, visual aids and graphics should be encouraged.



Learning objectives


● recognise the many ways water is used in the school

● plan and undertake an audit to identify water reduction opportunities.

Learning outcomes


ScienceScience as human endeavour

● Scientifi c knowledge is used to inform personal and community decisions. (ACSHE217)

Geography



Geographical skills and understanding

● Pose geographical questions that range in complexity and guide deep inquiry, then speculate on their answers.

● Identify a variety of information sources that will be used for inquiry, considering their validity.

● Identify and create appropriate materials, geographical tools or equipment to collect data or observations, using formal measurements and digital and spatial technologies as appropriate.

● Present fi ndings, choosing an appropriate communication method for more than one audience, using appropriate geographical tools and skills and geographical vocabulary.

English

Literacy

● Plan, rehearse and deliver presentations for defi ned audiences and purposes incorporating accurate and sequenced content and multimodal elements. (ACELY1700)

● Use a range of software including word processing programs with fl uency to construct, edit and publish written text, and select, edit and place visual, print and audio elements. (ACELY1707)



Year 5Lesson plan 4Theme: Being a Watersaver at schoolLesson: Saving water

Important questions

● Where do we use water in the school?

● What do we use it for?

● Why is it important to save water?

● What technological behavioural changes could help us to save water?.

● What sustainability measure can we use to assess our school's water management?

Background information – saving water

70 per cent of the Earth’s surface is covered by water. However, almost 97 per cent is salt water and ice makes up two per cent, with around one per cent suitable for human needs. Australia is the driest habitable continent, so we need to be extra careful when we use water.

The volume of water used in schools can be signifi cant. Schools are mini cities and need to provide the same a range of water facilities. Heavy use areas include ovals and toilets. Becoming a Watersaver school can help staff and students learn valuable lessons about water conservation and reduce the school’s water consumption.

Linking locally

Water conservation can be achieved by changing watering practices or through technological developments such as water timers and infrared urinals. Mulching (using organic matter such as straw or sugar cane to reduce evaporation) garden beds, improving oval irrigation and monitoring taps and bubblers can help save water.

Gold Coast school achievement

Miami State School has adjusted the fl ushing volumes in toilets, replacing ineffi cient toilets and trialling a waterless urinal, saving a massive 946,000 litres of water.

Lesson plan– saving water

✪ This lesson engages students in planning and undertaking a water audit and implementing actions to conserve water identifi ed in the audit. Prior to the lesson acquire the school's recent water bills to provide key information such as the cost and the volume of water consumed.

✪ As a class, students identify the major uses and users of water in the school; ask students to predict what uses are likely to consume the most water – this information could be plotted on a pie chart or similar for comparison with audit or other data.

✪ Explain that an audit will provide information that will help to identify opportunities for the school to use less water. In simple terms water conservation can be achieved through technological means (installing fl ow restrictors on taps; installing dual fl ush toilets) or behaviour change (reusing cleaning water; watering plants in the morning not in the middle of the day).

✪ Students should identify key practices or fi xtures they want to investigate and then develop procedures to accurately collect data on water consumption. For example:

• Digital photo records or observational surveys could be used to record practices at bubblers and taps.

• Measuring the fl ow rate of taps or bubblers or calculating the volume of toilet cisterns or classroom sinks.

• Discussions with ground staff or facilities managers could determine if some water fi xtures are left on over the weekend (such as automatic urinals); if the school has showers, are they low fl ow?

• With appropriate instruction and care students collate data on the number and type of toilet fl ushing systems in the school.

• Survey students to determine how they use water at school and if they actively try and conserve water – by using a refi llable water bottle for example.

• Investigate how water is used in classrooms.

• Are school garden mulched; is mains water used for irrigation; are plants at the school thirsty or water effi cient?

✪ Information from the audit is presented to the class; students compare and categorise fi ndings (by behavioural/technological or short term/long term for example).



✪ As a class determine a water sustainability rating for the school. The sustainability rating ranks the school on 3 aspects:

Water supply: list the sources of water and the proportion (approximate) used in the school. Mains (drinking) water; tank water; grey water; recycled water; other. A higher ranking is achieved when there is less reliance on mains water (rainfall dependent sources).

Water management: record the number and type of water effi cient fi xtures (low fl ow showers; fl ow restrictors on taps) and appliances (i.e. water effi cient washing machines or dishwashers). Garden design: Are garden beds mulched; are plants thirsty or water effi cient?

Water education and behaviour: is information and encouragement to save water (signs; assembly presentations) regularly delivered? Are simple behaviours such as using plugs in classroom sinks and pouring suitable cleaning water onto the garden practised.

✪ A number of initiatives are prioritised and in selected groups students develop an action plan for the principal and the broader school community that outlines the fi nding of the audit; suggested changes to conserve water and details of cost or other requirements to successful implementation.


● Present the water conservation action plan at a school assembly or to the Principal as part of a water conservation program.

● Design posters to place above sinks, bubblers and toilets to encourage water conservation.

● Start a water conservation club.



Learning objectives


● understand the needs of plants

● identify plants that conserve water or reduce moisture loss

● understand how water can be conserved in a garden.

Learning outcomes


Science

Science understanding:

● Living things have structural features and adaptations that help them to survive in their environment. (ACSSU043)





Geography


● There are a variety of climates and each climate results in a distinctive type of natural vegetation and use by people.


● Identify a variety of information sources that will be used for inquiry, considering their validity.

● Identify and create appropriate materials, geographical tools or equipment to collect data or observations, using formal measurements and digital and spatial technologies as appropriate.



Year 5Lesson plan 5Theme: Being a Watersaver at schoolLesson: Watersaver garden

Important questions

● For what functions do plants use water?

● How are some plants adapted to save water?

● What is mulch and why is it important for a Watersaver garden?

Background information– watersaver garden

Plants, like humans, need water to survive. They take in water through their roots that moves to the rest of the plant through the stem. Photosynthesis, or, making food using the sun’s energy, carbon dioxide and water, takes place mainly in the leaves. Tiny pores or stomata open and close to allow the exchange of water and gas where most water is lost in plants. Evaporation from the leaves is called transpiration.

Some plants in Australia, where rainfall is unreliable, have adapted to reduce water loss. Some plants have a waxy covering or cuticle on their leaves to reduce evaporation while others can close their stomata during the hottest parts of the day.

Preparing garden beds and soil can reduce evaporation. Using mulch, a layer of organic material such as grass clippings, straw or shredded newspaper, can retain water. Increasing the organic content of the soil by digging in compost will also help to retain water.

Watering plants sensibly is important. Water sprayed on the leaves evaporates quickly and can damage plants on hot days. Watering the roots using a drip system or watering can is best – and remember, a good soaking once or twice a week is better than spraying every day.

Remember to check permanent water conservation measures before you water your garden.

Lesson plan– watersaver garden

✪ This lesson provides background knowledge to assist students in selecting, propagating and caring for plants as part of a Watersaver garden.

✪ Why do plants need water? Is it used for the same functions humans use water? Gauge student understanding of the use of water by plants and its movement through the plant. Discuss the role of water in photosynthesis, delivery of nutrients and plant structure.

✪ Students suggest adaptations that may assist a plant in using water more effi ciently or reducing water loss. Considering familiar plants in local gardens may be useful – what type of plants require regular watering; what are some of the physical characteristics of these plants?

✪ Through group discussion a number of potential adaptations are listed and discussed.

✪ Note: plants have a number of common adaptations to conserve water including:

• Small, needle like or rounded to reduce leaf surface area and water loss through the stomata (plant pores).

• Hairy leaves: Hairs cover the pores and reduce moisture loss.

• Light leaf colours: Watersaver plants are more likely to have light green, grey green coloured foliage.

• Water storage: Some plants can store water in the trunk, leaves or root system.

• Deep root systems: Ability to search for water.

✪ Students are instructed that they will undertake an assessment of plants in the school grounds (or local area). To prepare, students should identify criteria for a data collection sheet that will enable them to undertake further research on plants in the classroom and produce the data sheet. Criteria for the data sheet could include: collectors, name and date of collection, common and scientifi c names, location, associated vegetation and habit (shape, size and general appearance of full plant).

✪ In the classroom students undertake further research to identify plants and clarify water saving and other adaptations. Using appropriate technologies students develop a report on a selected plant clearly explaining its adaptations in relation to climate and habitat.



✪ Using the information collected and additional research select a suitable site for a garden. Identify preparation requirements such as site preparation, composting and mulching. Ideally a combination of plants for immediate planting and stock to be raised from seed, cuttings or tube stock should be used. The latter provides good opportunity to record life cycles associated with growth, fruiting or fl owering (plants such as rosemary and agaves will grow from cuttings; acacias will grow from seed).

✪ Adaptations for water conservation can be assessed in the garden by regulating watering to specifi c zones and recording appearance, overall health, soil moisture etc.


● Using a plant press preserve a specimen of the plant discussed in the fi nal report.

● Research what plants grew near the school before European settlement. Is the environment around the school still the same? You can plant your garden with these species.



Learning objectives


● defi ne and understand key weather phenomena such as drought and fl ood

● understand the impact of climate on water supply

● develop and present a report using appropriate climate terminology.

Learning outcomes


Science


● Important contributions to the advancement of science have been made from people from a range of cultures. (ACSHE082)

● Scientifi c understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives. (ACSHE217)


Geography


● There are a variety of climates and each climate results in a distinctive type of natural vegetation and use by people.


● Sustainability is about maintaining the capacity of the environment to support our life.


● Refl ect on what has been learned, feelings about conclusions and what should happen as a result.

English

Literacy

● Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sounds appropriate to purpose and audience. (ACELY1704)



Year 5Lesson plan 6Theme: Our WaterfutureLesson: Drought

Important questions

● What can happen when it doesn’t rain for long periods?

● How can extreme climate conditions such as drought affect our lives?

● What meteorological systems infl uence rainfall in Queensland and Australia?

Background information– drought

Australia is the driest inhabited continent on Earth. Although some regions receive high rainfall, large areas experience regular droughts.

A drought is a prolonged period without rain that lowers the expected water storage and fl ows to reservoirs, and increases demand for water. The environmental and economic impacts of droughts include vegetation loss, erosion, loss of farmland, bushfi res and less water supplies.

We need to learn to live with, respect and plan for droughts because they are a natural feature of our climate. Australians are among the biggest consumers of water in the world so we need to start changing the way we view water and work together to conserve this precious resource.

Linking locally

In November 2007 record low levels in South East Queensland dams saw the introduction of stringent Level 6 water restrictions to the region.

The drought changed the way South East Queensland manages water. Low water levels in Wivenhoe, North Pine and Somerset dams triggered regional water restrictions. These dams supply approximately 75 per cent of the water in South East Queensland.

As part of Level 6 restrictions residents had to meet a daily water consumption target of 140 litres per person per day - Target 140. Following good rain, water levels in the dams increased and restrictions were lifted in 2008 to high level restrictions and then to medium level restrictions in 2009.

Permanent Water Conservation Measures are now in place in all South East Queensland regions, including Brisbane City, Gold Coast City, Ipswich City, Lockyer Valley Regional Council, Logan City, Morton Bay Regional Council, Somerset Regional Council and Redland City. For further information visit http://www.qwc.qld.gov.au/effi ciency/water-conservation.html

Tighter restrictions will be introduced in the future at target dam levels identifi ed in the South East Queensland Water Strategy. For instance Target 1 will be introduced when combined dam levels drop to 40 per cent, Target 2 to be introduced at 30 per cent and Target 3 is predicted to be introduced when the combined dam levels drop to 20 per cent.



Lesson plan– drought

✪ This lesson engages students in the understanding of weather conditions that can affect water supplies through an investigation into extreme climate events.

✪ Ask students to discuss how they would determine weather and climate conditions without broadcasted weather forecasts.

✪ Introducing the Bureau of Meteorology website Indigenous Weather Knowledge (www.bom.gov.au/iwk/) and other relevant materials, students are asked to undertake research to gather knowledge on indigenous explanations of weather and climate systems and how indigenous Australians adapted to Australia’s climate.

✪ Use the poster ‘Our urban watercycle’ to reinforce water supply technologies and networks in your region. Emphasise the reliance on rainfall in providing adequate water supplies in Australia.

✪ Using suitable ICT tools examine a range of weather maps, including satellite images, - ask students to suggest how particular weather conditions are identifi ed. Collate and clarify climate related words such as, low/high pressure; atmospheric pressure; cold/warm front; humidity.

✪ For further explanation of weather systems that infl uence rainfall on Australia’s east coast, such as El Nino and La Nina phenomenon view the Climate Dogs videos at: http://www.dpi.vic.gov.au/agriculture/farming-management/weather-climate/understanding-weather-and-climate/climatedogs

✪ In small group’s students research conditions that infl uenced recent climate events, such as the Millenium drought or the 2011 Brisbane fl oods. Using BOM and other sites to develop a presentation incorporating key factors, including the use of data such as rainfall and temperature, to explain the conditions that contributed to these events.

✪ Using appropriate terminology, and using graphic, visual and auditory support, students prepare and present a weather report to the class.


● Poster – ‘Our urban watercycle’ (see appendices or online resources)

● Internet access


Student’s research and present ways that water supplies could be maintained with less reliance on rainfall (e.g. desalination, recycled water, rainwater tanks)? What are the pros and cons of the various options?

Drought: It is certain that Queensland will suffer a serious drought in the future. What strategies and initiatives could be implemented to encourage people to use less water during drought periods? How would you promote the behaviours you wished people to demonstrate?



year 5 - city of gold coast · english literacy plan, rehearse and deliver presentations for deﬁ...

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